TY  - CHAP
A1  - Apelojg, Benjamin
T1  - What´s going on?! Needs and emotions during classes
BT  - the Felix-App: new ways of feedback and evaluating classes in real time
T2  - 9th International Conference on Society and Information Technologies (ICSIT 2018)
N2  - The “output-orientation” is omnipresent in teacher education. In order to evaluate teachers' and students' performances, a wide range of different quantitative questionnaires exist worldwide. One important goal of teaching evaluation is to increase the quality of teaching and learning. The author argues, that standard evaluations which are typically made at the end of the semester are problematic due to two reasons. The first one is that some of the questions are too general and don`t offer concrete ideas as to what kind of actions can be taken to make the courses better. The second problem is that the evaluation is mostly made when the course is already over. Because of this criticism, Apelojg invented the Felix-App which offers the possibility to give feedback in real-time by asking for the emotions and needs that occur during different learning situations. The idea is very simple: positive emotions and satisfied needs are helpful for the learning process. Negative emotions and unsatisfied needs have negative effects on the learning process. First descriptive results show, that “managing emotions” during classes can have positive effects on both motivation and emotions.
KW  - Emotionen
KW  - Bedürfnisse
KW  - Motivation
KW  - Echtzeitmessung
KW  - Emotions
KW  - needs
KW  - real-time measurement
KW  - Felix-App
KW  - feedback
Y1  - 2019
SN  - 978-1-5108-9702-1
IS  - 1
SP  - 85
EP  - 88
PB  - Curran Associates
CY  - Red Hook
ER  - 
TY  - JOUR
A1  - Spörer, Nadine
A1  - Lenkeit, Jenny
A1  - Bosse, Stefanie
A1  - Hartmann, Anne
A1  - Ehlert, Antje
A1  - Knigge, Michel
T1  - Students’ perspective on inclusion
BT  - Relations of attitudes towards inclusive education and self-perceptions of peer relations
JF  - International journal of educational research
N2  - The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. 
Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.
KW  - peer relations
KW  - inclusion
KW  - students
KW  - attitudes
KW  - special educational
KW  - needs
Y1  - 2020
U6  - https://doi.org/10.1016/j.ijer.2020.101641
SN  - 0883-0355
SN  - 2666-3740
VL  - 103
PB  - Elsevier Science
CY  - Oxford
ER  -